Evaluation Session Report
From Observer to Executor: Disaster Health Students Put the PjBL Method to the Test
The evaluation and critique session on Project-Based Learning (PjBL) was held with the participation of students from previous, current, and upcoming cohorts. Results of a 42-item survey from 29 students showed an average satisfaction of 4.23 out of 5, with 82.8% of responses in agreement. The session aimed to review the strengths and weaknesses of this method and offer suggestions for its revision.
According to the Public Relations Office, the evaluation and critique session for Project-Based Learning (PjBL) was held with the participation of 29 students (18 PhD and 11 Master's students). The session was held both in-person at the Department of Health in Disasters and online. Students who had completed the course, were currently taking it, or were about to enter it, engaged in an open discussion about the method.
Internship and PjBL at a GlanceIn a traditional internship, students apply theoretical knowledge in a real-world environment. In Project-Based Learning (PjBL), instead of merely observing, the student takes responsibility for a real project; from the initial idea and proposal to execution, final report, and article publication.
Satisfaction Survey StatisticsDr. Arvin Barzanji, a PhD graduate in Health in Disasters and Emergencies, presented the implementation process of the projects, followed by an open discussion. During the session, 29 individuals completed a 42-item evaluation questionnaire.The overall numbers were impressive: an average of 4.23 out of 5 and 82.8% agreement.The "instructor's role" scored highest at 4.37, while "research skills" scored lowest at 4.10; however, even the lowest score remained above the midpoint of the scale. The highest score among all items (4.55) belonged to this statement: "The instructor provided an environment for free discussion and respectful scientific criticism."
Student Critiques and SuggestionsHowever, the discussions were not limited to praise. Students highlighted the shift from mere observation to operational learning, the practical understanding of "problem statements," and increased self-confidence. Alongside these, they criticized the prolongation of some projects, conflicts between site visits and work shifts, and the concentration of executive burden on a few individuals. Their suggestions were clear: scheduling visits from the beginning of the semester, short-term projects tailored to students' jobs, and adding public hospitals to the internship sites.
This process has been registered in the Ministry of Health's Educational Innovations System, and the results of this session will serve as the basis for its revision.
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